Melissa A. Broeckelman-Post

Melissa A. Broeckelman-Post

Melissa A. Broeckelman-Post

Basic Course Director

Associate Professor

Instructional Communication, Public Speaking, Interpersonal Communication, Research Methods, Communication Theory

Melissa A. Broeckelman-Post (Ph.D., Ohio University, 2009) is the Introductory Communication Course Director and an Associate Professor in the Department of Communication and a Senior Scholar in the Center for the Advancement of Well-Being at George Mason University.  She is responsible for planning, supervising, assessing, and improving the communication courses that meet the general education requirement at GMU.  Each year, she is responsible for recruiting, training, and supervising a staff of 50-60 instructors who teach 3700-4000 undergraduate students per year in these courses.  In 2016, her program was the recipient of the NCA Basic Course Division Program of Excellence Award, which recognizes introductory communication course programs that can serve as best practice models for programs across the country.  In 2015, she was the recipient of the NCA Basic Course Division Textbook of Distinction Award for the textbook that she extensively adapted to meet the specific needs to GMU’s students, instructors, and program.  Dr. Broeckelman-Post is also serving as the co-chair of the Social Science Research Council’s Measuring College Learning Project Panel on Pubic Speaking as was a co-recipient of a National Communication Association Advancing the Discipline Grant for A National-Level Assessment of Core Competencies in the Basic Communication Course.   

Broeckelman-Post is the co-author of two national communication textbooks, The Speaker’s Primer and Communication Pathways, and serves on the editorial boards of Communication Education, Communication Teacher, The Basic Communication Course Annual, and Journal of Communication Pedagogy.  She is also a quantitative methods and mixed-methods research specialist who conducts research in communication assessment, communication pedagogy, and instructional communication.  She has published research in Communication Education, The Basic Communication Course Annual, Journalism and Mass Communication Educator, Communication Teacher, Journal of Media Literacy Education, IIIE Transactions on Education, and other academic journals.

Selected Publications

Nordin, K.*, & Broeckelman-Post, M. A. (in press). Surviving or thriving? Demographics differences in mindset across the introductory communication course.  Communication Education.  doi: 10.1080/03634523.2019.1679379

Broeckelman-Post, M. A., Hunter, K. M., Westwick, J. N., Hosek, A., Ruiz-Mesa, K., Hooker, J., & Anderson, L. B. (in press). Measuring essential learning outcomes for public speaking.  Basic Communication Course Annual.

Chang, W.*, & Broeckelman-Post, M. A. (in press). Teaching public speaking for international students in the United States versus at an international branch campus: A comparison of outcomes.  Florida Communication Journal.

Broeckelman-Post, M. A., Malterud, A. S.*, Arciero, A. R.*, & Hyatt Hawkins, K. E.* (in press).  Can course format drive learning?  Face-to-face and lecture-lab models of the fundamentals of communication course.  Basic Communication Course Annual.

Anderson, L. B., Ruiz-Mesa, K., Jones Bodie, A., Waldbuesser, C., Hall, J., Broeckelman-Post, M. A., & Hosek, A. M. (2019).  I second that emotion: A collaborative examination of emotions felt in course administration work.  Journal of Contemporary Ethnography.  doi: 10.1177/0891241619873130.

Riddell, H.*, & Broeckelman-Post, M. A. (2019).  An analysis of the impact of preparation assignments in a public speaking course.  Florida Communication Journal, 47, 71-82.

Broeckelman-Post, M. A., Hyatt Hawkins, K.*, Murphy, J.*, Otusanya, A.*, & Kueppers, G.* (2019).  The impact of gender and introductory communication course type on public speaking performance.  Communication Teacher.  doi: 10.1080/17404622.2019.1593478

Lawrence, H. Y., Fernandez, L.*, Lussos, R. G.*, Stabile, B., & Broeckelman-Post, M. A. (2019).  Communicating campus sexual assault: A mixed method rhetorical analysis.  Technical Communication Quarterly. doi:10.1080/10572252.2019.1621386

Broeckelman-Post, M. A., Hyatt Hawkins, K. E.*, Arciero, A. R.*, & Malterud, A. M.* (2019).  Online versus face to face public speaking outcomes: A comprehensive assessment.  Basic Communication Course Annual, 31, Article 10.  Available at https://ecommons.udayton.edu/bcca/vol31/iss1/10/.

Nordin, K.*, & Broeckelman-Post, M. A.  (2019). Can I get better?  Exploring mindset theory in the introductory communication course.  Communication Education, 68, 44-60.  doi: 10.1080/03634523.2018.1538522

Valenzano III, J. M., Broeckelman-Post, M. A., & Braden, S. W. (2020). The Speaker’s Primer (3rd ed.).  Southlake, TX: Fountainhead.

Valenzano III, J. M., Broeckelman-Post, M. A., & Sahlstein Parcell, E. M. (2019). Communication Pathways (2nd ed.).  Southlake, TX: Fountainhead.

*student coauthor

Expanded Publication List

Broeckelman-Post, M., & Ruiz-Mesa, K. (2018).  Measuring college learning in public speaking.  Learning in Higher Education.  Social Science Research Council.  Retrieved from highered.ssrc.org/wp-content/uploads/2018.10-MCL-in-Public-Speaking-Report.pdf.

Broeckelman-Post, M. A., & Ruiz-Mesa, K. (2018).  Best practices for training new communication graduate teaching assistants.  Journal of Communication Pedagogy, 1, 93-100.  doi: 10.31446/JCP.2018.16

Ruiz-Mesa, K., & Broeckelman-Post, M. A. (2018).  Making the case for the basic communication course in general education.  Basic Communication Course Annual, 30, Article 13.  Available at https://ecommons.udayton.edu/bcca/vol30/iss1/13

Broeckelman-Post, M. A. (2017).  Context matters: Multilingual learners in public speaking courses.  Communication Teacher.  doi: 10.1080/17404622.2017.1372616.  Available online at http://dx.doi.org/10.1080/17404622.2017.1372616

Broeckelman-Post, M. A., & MacArthur, B. L.* (2017).  Are we violating student expectations?  Availability, workload, class time use, and technology policies in undergraduate courses.  Journalism and Mass Communication Educator.  doi: 10.1177/1077695817736687.  Available online at http://journals.sagepub.com/doi/pdf/10.1177/1077695817736687

Broeckelman-Post, M. A., & Pyle, A. S.* (2017).  Public speaking versus hybrid introductory communication courses: Exploring four outcomes.  Communication Education, 66, 210-228.  doi: 10.1080/03634523.2016.1259485. 

Broeckelman-Post, M. A., & MacArthur, B. L.* (2017).  The impact of public speaking and hybrid introductory communication courses on student perceptions of homophily and classroom climate.  Basic Communication Course Annual, 29.  Available online at http://ecommons.udayton.edu/bcca/vol29/iss1/4/. 

Broeckelman-Post, M.A.  (2017). Instructor credibility.  Effective Instructional Practice.  National Communication Association.  Available at https://www.natcom.org/sites/default/files/pages/EIP_Enhancing_Your_Credibility.pdf

Valenzano III, J. M., Braden, S. W., & Broeckelman-Post, M. A. (2016). The Speaker’s Primer (2nd ed.).  Southlake, TX: Fountainhead.

Broeckelman-Post, M. A., & MacArthur, B. L.* (2016).  Nontraditional students, multilingual learners, and university type: The vital missing comparisons in our basic course research.  Basic Communication Course Annual, 28, 22-32.

Suwinyattichaiporn, T.*, & Broeckelman-Post, M. A. (2016).  Assessing the effects of a public speaking course on native and non-native English speakers.  Basic Communication Course Annual, 28, 87-115.  

Vraga, E. K., Tully, M., Kotcher, J.*, Smithson, A. B.*, & Broeckelman-Post, M. A.  (2016). A multi-dimensional approach to measuring news media literacy.  Journal of Media Literacy Education, 7, 41-53.  Available at http://digitalcommons.uri.edu/jmle/vol7/iss3/4/. 

Broeckelman-Post, M. A., Tacconelli, A.*, Guzman, J.*, Rios, M.*, Calero, B.*, & Latif, F.* (2016).  The effects of teacher misbehaviors on student interest and student engagement.  Communication Education.  doi: 10.1080/003634523.2015.1058962.  

Broeckelman-Post, M. A., Johnson, A.*, & Schwebach, J. R. (2016).  Calling on students using notecards: Engagement and countering communication anxiety in large lecture.  Journal of College Science Teaching, 45(5), 27-33.  

Broeckelman-Post, M.A. (2016).  Communication for the Classroom Teacher Syllabus.  National Communication Association.  http://www.natcom.org/undergraduatesyllabi/

Broeckelman-Post, M.A. (2016).  Communication Research Methods Syllabus.  National Communication Association.  http://www.natcom.org/undergraduatesyllabi/

Broeckelman-Post, M.A. (2016).  Public Speaking Syllabus.  National Communication Association.  http://www.natcom.org/undergraduatesyllabi/

Broeckelman-Post, M.A. (2016).  Foundations of Oral Communication Syllabus.  National Communication Association.  http://www.natcom.org/teachingandlearning/basiccourse/developing/

Broeckelman-Post, M.A. (2016).  Sample Protocol for Selecting a Textbook.  National Communication Association.  http://www.natcom.org/teachingandlearning/basiccourse/developing/

Broeckelman-Post, M.A. (2016).  Sample Basic Course Training Program.  National Communication Association.  http://www.natcom.org/teachingandlearning/basiccourse/training/

Valenzano III, J. M., Broeckelman-Post, M. A., & Sahlstein Parcell, E. M. (2015). Communication Pathways.  Southlake, TX: Fountainhead.

Broeckelman-Post, M.A., & Hosek, A. M. (2014).  Using in-class versus out-of-class peer workshops to improve public speaking.  Basic Communication Course Annual, 26, 57-94. 

Broeckelman-Post, M. A., Tindage, M. F.*, Shaffer, J. M.*, Solomon, C.*, Black, S.*, & Yamamoto, M. F.* (2014).  Preparing to learn: Structuring the basic course to increase student preparation and learning.  Basic Communication Course Annual, 26, 174-221. 

Broeckelman-Post, M. A., Titsworth, S., & Brazeal, L. (2011).  The effects of using peer workshops on speech quality, public speaking anxiety, and classroom climate Basic Communication Course Annual, 23, 220-247.

Ledbetter, A., Broeckelman-Post, M., & Krawsczyn, A. (2011). Modeling everyday talk: Differences across communication media and sex composition of friendship dyads. Journal of Social and Personal Relationships, 28(2), 223-241. 

Broeckelman-Post, M.A. (2008). Faculty and student influences on academic dishonesty. IEEE Transactions on Education, 51(2), 206-211.  Impact factor .842.

Broeckelman, M.A. (2007). Creating sites for connection in the classroom: Dialogism as a pedagogy for active learning.  Basic Communication Course Annual, 19, 37-71.

Broeckelman, M.A., Brazeal, L.M., & Titsworth, B.S. (2007, November). Using peer workshops in the public speaking classroom. In B. Hugenberg, S. Morreale, D. Worley, L. Hugenberg, & D. Worley (Eds.) Basic Communication Course Best Practices: A Training Manual for Instructors (pp. 119-136). Dubuque, IA: Kendall/Hunt.

Bikowski, D., & Broeckelman, M. (2007, June). An educational framework for nurturing a culture of academic honesty. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Honolulu, HI.

Broeckelman, M.A. (2007). Classroom-based writing tutors: Building bridges across disciplines [Review of the book On location: Theory and practice in classroom-based writing tutoring.]. Review of Communication, 7(3), 241-243.

Broeckelman, M.A.  (2005). An analysis of the meaning of individual events forensics ballots based on judge and competitor metaphors.  The Forensic, 90(1), 3-18.

Grants and Fellowships

Collaborative Research Grant for Communication Across the Curriculum: Creating Faculty Resources for Building Communication Skills in the Discipline.  Awarded by 4-VA.  The purpose of this award is to develop faculty resources for building student communication skills within disciplinary courses.  Team members: Melissa Broeckelman-Post, Brandi Quesenberry, Timothy Ball, and Stephanie Norander.  Award amount: $30,000.  Awarded May 2019.

Faculty Research and Development Award for Communication Center Impacts: A Proof of Concept for Enhancing Skills and Learning.  Team members: Melissa Broeckelman-Post and Heidi Lawrence.  Award amount: $15,000.  Awarded December 2018.

Seed Grant for Context Matters: An Exploration of Epistemic Climate and Motivation in an Undergraduate Communication Course.  Team members: Angela Miller, Michelle Buehl, and Melissa Broeckelman-Post.  Award amount: $9500.  Awarded January 2018.

Curriculum Impact Grant for Studio for the Communication Arts.  Awarded by George Mason University.  The purpose of this award is to identify best practices and establish single, signature curricular and physical studio space where students and faculty across the university can engage in communication work—including writing, speaking, information literacy, and production.  Team Members: Susan Lawrence, Melissa Brockelman-Post, Patricia West, Michelle LaFrance, and Jen Stevens.  Award amount: $14,000.  Awarded December 2017.

4-VA Collaborative Research Grant.  Awarded by George Mason University and 4-VA.  The purpose of this award is to conduct three assessment projects evaluating the effectiveness of a pilot version of a lecture/lab/speech lab model of COMM 101: Interpersonal and Group Interaction.  Award amount: $20,000.  Awarded December 2017.

National Communication Association Advancing the Discipline Grant for A National-Level Assessment of Core Competencies in the Basic Communication Course.  Team members:  Melissa Broeckelman-Post (George Mason University), Lindsey B. Anderson (University of Maryland), Andrew D. Wolvin (University of Maryland), Angela M. Hosek (Ohio University), Cheri Simonds (Illinois State University), John Hooker (Illinois State University), Josh Westwick (South Dakota State University), Karla Hunter (South Dakota State University), Kristina Ruiz-Mesa (California State University, Los Angeles), LeAnn Brazeal (Missouri State University).  Award amount: $3900.  Awarded October 2016.

Courses Taught

COMM 100: Public Speaking

COMM 100DL: Public Speaking (fully online)

COMM 101: Interpersonal and Group Communication

COMM 400: Research Methods

COMM 653: Graduate Seminar in Instructional Communication

COMM 750: Research Methods II

Education

Ph.D., Communication Studies, Ohio University, 2009

M.A., Speech Rhetoric and Communication, Kansas State University, 2005

Graduate Certificate in Technical Writing and Professional Communication, Kansas State University, 2004

B.A., English, Kansas State University, 2004

In the Media

Gillooly, E. (2019, June 19).  4-VA at Mason collaborative research grants awarded.  The George.  Available at https://www2.gmu.edu/news/577921.

Carr, F. (2019, June).  Faculty team awarded 4-VA grant to support new approaches to learning communication skills.  Available at https://chss.gmu.edu/articles/13392.

Gillooly, E. (2019, June).  Increasing enrollment + reduced teaching space + new course structure: A 4-VA study reaps rewards.  Available at https://4va.gmu.edu/the-story-of-increasing-enrollment-resulting-in-new-instructors-reductions-in-teaching-space-and-revisions-in-course-structure-or-how-a-critical-analysis-of-a-mason-core-course-created-and-confir/?fbclid=IwAR26VUnJatKcNW_FdBqnCQsWFlKlHSdlslnZNdBml32_Sl4NMufm2_zFEgM

Guest on Teaching Matters, a podcast series by WOUB Public Media (2017, March 28). Episode 13.  Available at http://woub.org/tag/teaching-matters/, https://itunes.apple.com/us/podcast/teaching-matters/id1182990400, and Google Play

Reynolds, A. (2017, February 10).  A communication program that is anything but ‘basic.’  Available at http://communication.gmu.edu/articles/10394

Office of Distance Education.  (2016, May 2).  Speaking to the needs of various learners.  Available at https://masononline.gmu.edu/story89/

Byerly, K. (2014, February 3). New communication pilot course redesigns public speaking.  Fourth Estate.  Available at http://communication.gmu.edu/articles/6470

Mimikos, C. J. (2013, May 6).  Mason welcomes Melissa Broeckelman-Post.  Fairfax City Patch.  Available at http://patch.com/virginia/fairfaxcity/bp--mason-welcomes-melissa-broeckelman-post